unit1高一英語必修一教案.doc

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______________________________________________________________________________________________________________ Unit one friendship 學(xué)科：English 授課班級：Senior One 執(zhí)教教師： 授課時間： Teaching aims: 1. 能力目標： a. Listening: get information and views from the talk . b. Speaking: express one’s attitude or views about friends and friendship in appropriate words. c. Reading: enable the Ss to get the main idea d. Writing: write some advice about making friends . 2. 知識目標： a. Talk about friends and friendship; how to make friends; how to maintain friendship b. Use the following expressions: I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not. c. to enable the Ss to control direct speech and indirect speech 3.目的： a. To arose Ss’ interest in learning English; b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 4. 策略目標： a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies. 5. 文化目標：to enable the Ss to get to know different opinions about making friends from different countries. 教案： Period one Step1.： Warm-up 1. Ss listen to an English song AULD LANG SYNE. 2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful…. responsible open-minded helpful wise funny friendly Friendship honest kind brave Step 2. Talk about your old friends 1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc. 2. Self-introduction Step 3. Make new friends 1. Ss go around and ask their new friends some information and fill in the following form Name Books Age sports favorite hobbies 2. Report to the class: who will probably be your friend and why. Step 4. Do a survey Ss do the survey in the text ,P1 Step 5. Pre-reading Get the students to discuss the questions on Page 2 with the partners . When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not. Step 6. Reading Get the students read the text quickly .Meanwhile ,ask them to get the details of the passage . Divide Ss four in one group and each group choose a topic to discuss. There are four topics. Topic 1: Why do you need friends? Make a list of reasons why friends are important to you. Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend? Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friends easily. Step 7. Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home. How would you feel? What would you do? Four students a group discuss with each other for 2 minutes. Activity2: Play a short part of the movies Schindler’s List Step8. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend? What will happen in the passage? Step9. Skimming Students skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend? When did the story happen? Step10. Scanning Students work in pairs to find the information required below: Anne in World War Ⅱ in World War Ⅱ what What ? How to enjoy herself? Why? in World War Ⅱ 1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends. 2. T shows more information about friendship and a poem about friendship. If you need, you can choose the poem to the students . What is friendship? I want to find the answer to the question What is friendship? When it rains, I think friendship is a small umbrella. It can give me a piece of clear sky. When I’m crying, I think friendship is a white handkerchief. It can wipe my tears dry. When I am sad, I think friendship is a warm word. It can bring me happiness again. When I am in trouble, I think friendship is a strong hand. It can help me escape my troubles. When I sit in a quiet place, I think friendship is a very wonderful feeling. It can’t be pulled and torn, because it is in everyone’s heart. It is there from the beginning to the end of our lives. Homework: 1. Look up the new words and expressions in warm-up and pre-reading in a dictionary. 2. Write a short passage about your best friend. Period two: Teaching task :Finish language points and learning about language Step1.Warming up Students work in group of four to discuss the following open questions: 1.Why did the windows stay closed? 2.How did Anne feel? 3.What do you think of Anne? 4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文). 5.Which sentences attract you in the passage? Step2. Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you. What will you take? Why? How will you spend the 3 months? How will you treat each other and make friend Step 3. Language points: Warming –up 1. survey 調(diào)查 I want to make a survey of the case . Make a survey of 做出調(diào)查 2. add (v.) 1). To put together with something else so as to increase the number, size, importance, etc.增加，添加 Please add something to what I’ve said, John. 2). To join numbers, amount, etc so as to find the total 相加 Add up these figures for me, please. add to something: to increase 增加 What he did has added to out difficulties. add up to: to amount to 加起來于；總計 The cost added up to 100 million yuan. 1． Your friend comes to school very upset .你的朋友來上學(xué)時心情很不好。 Upset 在此處是形容詞，做補語，用來補充形容主語your friend 來學(xué)校時的心情。 He went to bed cold and hungry . He put him down ,dead . 3. You will tell your friend that you are concerned about him/her but you have to go to class . 你會告訴你的朋友你很關(guān)心他，但是你得去上課。 be concerned about /with 關(guān)心，關(guān)注 He is concerned about his mother’s health . 4. cheat v. 1). To act in a dishonest way in order to win 欺騙；作弊 2). (of, out of) to take from (someone) in a dishonest way 騙取 They cheated the old woman out of her money by making her sign a document she didn’t understand. He always cheats at cards . 他總是打牌做弊 。 n. 1). an act of cheating 作弊行為 2). one who cheats 騙子 5．You will tell him that he should have studied hard . should have done 本應(yīng)當做某事，而你沒有做 You should have studied hard . You should have told him earlier . Reading : 1. go through 1). To examine carefully 仔細閱讀或研究 I went through the students’ papers last night. 2). To experience 經(jīng)歷，遭受或忍受 You really don’t know what we went through while working on this project. 4. crazy (adj.) 1). mad, foolish 瘋狂的，愚蠢的 It’s crazy to go out in such hot weather. 2). wildly excited; very interested 狂熱的，著迷的 She is crazy about dancing. 5. lonely (adj.) unhappy because of being alone or without friends 孤獨的，寂寞的 He has been very lonely since his wife left him. lonely/alone alone 1). without or separated from others 單獨的 She lives alone. 2). only 僅僅，只有。用于名詞或代詞之后。 The gloves alone cost $ 80. leave/let sb. or sth. alone: not take, touch or interfere with somebody or something 不帶走，不觸摸，不干涉某人或某事 Leave that alone. It’s mine. She has asked to be left alone. 6. upset: 1). Adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣 He is upset. 2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣 His cheating on the exam upset his teacher. 8.hide away 躲藏 hide away +地點 The thief hid away in a shop after the robbery . 9 .a series of 一系列的 There has been a series of stories about Harry Porter . 8.Do you want to have a friend whom you could tell everything to ,like your deepest feelings and thoughts. Whom you could …是定語從句，也可以把to提前，構(gòu)成to whom you could tell everything . “Like” here ,相當于such as . 8． Well n. 井 adj. 身體好 adv. 好 Int. 噢， George was well and truly drunk. I couldn’t very well say no when there was no one else she could ask. 9．But as the moon gave far too much light , I didn’t dare open a window . far 此處表示程度，意為“遠遠的” “大大的”用來修飾形容詞，副詞，及比較級的結(jié)構(gòu)。 He is far taller than I . He writes far better than Mary . dare 是具有情態(tài)動詞，和一般動詞兩種用法。 1）在肯定句中的dare ,dares 和 dared 之后，不定式一般加 to ，如： He dares to do most things , but he doesn’t dare to do this . He dared to do that and something even worse . 2) 在否定句中和疑問句中的dare 之后，不定式一般不加 to ，如： Dare she tell them what she knows ? We could see he dared not tell the truth 10.It was a first time in a year and a half that I’d seen the night face to face … This is the first time ( second ,third …) 在此結(jié)構(gòu)中，that 是定語從句，時態(tài)必須是現(xiàn)在完成時或者是過去完成時。 It is the first time that I have seen such a man . It was the second time that I had been here . 11. spellbind: to hold the complete attention of 吸引人，迷人，是入迷 The children watched spellbound as the magician took rabbits from his hat. Step 3. Learning about language We can ask the students to learn to use the words in this unit .Complete the sentences with suitable words . 1. Finish Ex.1, 2 and 3. on Page 4. 2. Turn to workbook .Page 42 .Finish the lising words and expressions .From this exercises ,we can strengthen the uses of the new words in this unit Step 4. Assignment Finish Wb. Ex, 3 on page 42. Period Three Teaching task : Finish using language .discovering structures and listening Step 1. Revision Page 43 .We use exercise 2 to do warming up . Ask the students to play the game . eg . Who is at the door ? Students A,B , C, can use the sentences to do some indirect speech . Step 2. Reading Ss read the letter on page 6 Notes: 1. get along with 進展如何 ， 與某人相處 How do you get along with your classmates ? I can get along with my studies . 2. fall in love John fell in love with Suzan when he saw him last year . 3. go crazy His father went crazy when he heard the news . Step 3. Listening . first listening: Ss listen and answer the questions of part 2 on page 6. 4. second listening: Ss listen again and finish part 3 on page 6. Step 4. discovering the structures Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structure. In this part , we are to learn the use of direct speech and indirect speech . We can ask : When do we use Direct speech and when do we use Indirect speech ? Ask the students to pay attention to the structures . Such as : the quotation marks to show that you are reporting the words and a reporting clause which includes informing about the speaker .Use a comma to connect the quotation and the reporting . Sentence structures Direct speech Indirect speech Positive Declarative: Negative He said ,” I passed this exam .” Lucy said ,”I can’t finish reading this book this afternoon .” He said he had passed that exam . Lucy told me that she couldn’t finish reading the book that afternoon . Interrogative “Are you going to mail this gift ?”Tom asked Bob . Tom asked Bob if he was going to mail that gift . Special Interrogative “ How can I solve the problem “?Jane asked Green . Mr. Green ordered us not to talk in class . Imperative “ Don’t talk in class .”said Mr. Green . Mr. Green ordered us not to talk in class . Exclamatory “ how silly the boy is !”Peter exclaimed . Peter told me how the boy was . The rules of direct speech and indirect speech . Notice : 人稱，時態(tài)，狀語等的用語。 Finish the exercises on page 5 .Check them with the students. Step 5. Assignment 1. Ss prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries. Period four Teaching task :Listening and ex-intensive reading Step 1. Warming up Workbook page 43 .Play the game .What did he say ? Review the direct speech and indirect speech . Ask the students to do the exercises on page 42 .Read the diary of Anne’s another diary .Review the grammar and learn some more about the Anne’s feeling . Ask the students to think out different ways to solve the problems about making friends . Step 2. Listening 1. no matter what 盡管 No matter what you say ,I ‘ll not trust you . 2. throw away Don’t throw away the rubbish everywhere . 3 . ignore 不理 He ignored the bell although it was ringing . 4 . It is believed that the island can be a paradise when people live in peace . 人們相信… It is believed that the earth is round . It was believed that he had gone abroad . Ss listen to a short passage and fill in the blanks on page 41 (listening). Step 3. Fast reading (ex-intensive reading ) Page 44 1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45. 2. second reading: Ss read again and discuss the questions on page 45. 3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class. Step 5. assignment Ss collect some proverbs about friendship. Period five Teaching task : Listening and speaking Step one : Oral work Say something about their own friends . About the speaking ,first ,get the students to think four situations in groups of four and design a questionnaire to find out what kind of friends their classmates are . Second ,try it out on their own group ,checking the questionnaire through and adding up their score and see how many points they can get . At last , show the instructions to help your classmates to know how to improve his or her skills of making good friends with others . Step 5 listening Use listening materials to know more about Anne’s problems . Ss should take notes while they are listening .Page 43. Get the students to know the problems was that Anne had made a friend in the hiding place --- the son of another family hiding with them ,but her father was not happy about this .Ask the students whether Anne should listen to her father’s idea or not . Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44. Then check the answers . Step 6.Assignment Do Wb writing task on page 46. Period six Teaching task :Finish speaking, writing and evaluation . Step 1 .Review Talk some more about friendship .You can add more to your own ideas . Step 2 .Speaking task 1.For exercises one ,We can use the task as a game .First ,we can ask students to discuss every situation carefully to practice giving reasons for their decisions .Get the students to discuss what they would do in the two situations in pairs . And ask them to make a decision and give reasons . 2.For exercises two ,we can ask them to make a suggestion . Ask : What do you and your friends think is cool? Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not . Ask Ss to use the following sentences while they talk: I think that… is cool/ isn’t cool because …. I think so. I don’t think so. I agree with you. I don’t agree with you Step 2.writing for fun 1.Ss read the passage on page 7 by themselves. 2.Ss try to write a few lines to describe their best friends or a person they know. Show some Ss’ writings in class Read some lines to the students .Let them enjoy the poem . We can use this exercise to come to next writing . Step 3.Pre-writing 1. Read a letter from a student called Xiao dong. 2. Go over the advice on page 7 and be ready for writing. Step 4. While-writing Ask the Ss to write a letter to Xiao dong as an editor and give him some advice. 1. Ss make a list about the important information that they need. 2. They can use the notes of the book 3. Ss begin to write the letter to Xiao dong. 4. Ss revise their letters by themselves. 5. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….) 6. Ss get back their own writing paper and write the letter again. What should be written How do we write Presenting the problem Introducing the topic and analyzing the problem Proposing the solution Explaining the proposal in detail Conclusion Concluding Step 5. Post-writing Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings. Step 6. Evaluation Ss finish the following evaluation form. Standard: A, B,C Contents 自評 他評 1. I’m active in talking with others. 2. I’m active in cooperating with others. 3.I can express myself fluently, accurately and appropriately. 4. I know more about friendship after this lesson.. 5. Do you think you need to improve yourself in some aspects? Which aspects? 教學(xué)反思 Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning. 旁注  THANKS !!! 致力為企業(yè)和個人提供合同協(xié)議，策劃案計劃書，學(xué)習(xí)課件等等 打造全網(wǎng)一站式需求 歡迎您的下載，資料僅供參考 -可編輯修改-